The use of case studies
in management
training and
development. Part 1
W. David Rees and
Christine Porter
Introduction
Although the case study method is well
established in management teaching and
education there are many misconceptions
about the way to use the method effectively.
In this article the authors draw on their
extensive experience in using the case study
method at the University of Westminster,
client organisations and in a range of overseas
countries. They explain the potential benefits
of using the case method and also identify and
explain the skills involved in using it
effectively.
The case method is but one of a number of
learning techniques and the authors do not
suggest that it be used exclusively. One
potential advantage of the case method is that
it may facilitate deep as opposed to surface
learning (Saljo, 1984). However, the
technique can be time consuming. As with
any technique, judgement is needed about
when to use it and when not to. Also, if the
case method is to be used it needs to be used
professionally. In a later article the authors
consider the associated topics of how to write
case studies, their use in assessment and the
cross-cultural issues involved in the use of
case studies.
Potential benefits of using the case
method
The authors have found that there are nine
potential benefits to the case method that
need highlighting. These are:
(1) The development of diagnostic skills. The
development of the diagnostic skills of
students is all important. Solutions to
problems cannot be developed until
problems have been properly identified. It
is all too easy to deal with the symptoms
of problems instead of the underlying
causes. Unfortunately much teaching and
management action is prescription
focused and not based on an adequate
problem identification. The case method
enables students to develop realistic
solutions to problems and to understand
the crucial nature of accurate diagnosis
both specifically and generally.
(2) Subject and functional integration. Both
teaching programmes and organisation
structures inevitably artificially
compartmentalise the process of
The authors
W. David Rees is a Visiting Lecturer at the University of
Westminster, London, UK.
Christine Porter is Chair of the Human Resource
Management Department in the Westminster Business
School at the University of Westminster, London, UK.
Keywords
Case studies, Management development,
Management skills
Abstract
The authors draw on their considerable experience in
writing and using case studies both in the UK and abroad
to explain the potential benefits of using the case study
method in management teaching. In this, the first of two
articles on the subject, they elaborate on the potential
benefits of using the case study method but also the ways
in which the method can be misused. They go on to
explain how case studies can be used effectively in
developing management skills. In the second article they
will deal with the topics of writing case studies, their use
in assessment and cross-cultural issues in using case
studies. Details of the on-line access to over 40
management case studies and exercises, with supporting
teaching notes, are contained in the 5th edition of their
book
Skills of Management
(http://thomsonlearning.
co.uk).
Electronic access
The research register for this journal is available at
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The current issue and full text archive of this journal is
available at
http://www.emeraldinsight.com/0019-7858.htm
5
Industrial and Commercial Training
Volume 34
.
Number 1
.
2002
.
pp. 5±8
# MCB UP Limited
.
ISSN 0019-7858
DOI 10.1108/00197850210414026